Qualidade na escola e qualidade da escola: as repercussões da cultura do exame em duas escolas públicas de Duque de Caxias

Abstract

The research discuss the school s quality measured by external assessment devices and the quality in the school experienced in the school quotidian and hte negotiations implied in this scenario. The study focus on a broad range of contributions of authors that posit the relation between quality and educational evaluation. Specific aspects within this overall framework include Índice de Desenvolvimento da Educação Básica (IDEB), which is the largest nationally representative indicator applied to certificate the school s quality ,specifically, at the Basic Education. The research topics are organized setting, linking elements to bring the testing culture strategies up, created in order to produce indicators for quality in the school. Another dimension of this study refers to how school community interpret the scores craftily provided by these indicators. The research line is close to indiciary paradigm in which the school quotidian stands out in its complexity. Special attention is given to the meaning of school s everyday practices, mainly the ones that have been unnoticed in the description of a school s quality . The formative assessment is conceived as the main device to promote the school social quality. In effect, the study posits emphasis on the usage of large assessment in a vertical direction, sharply inspired in neutral parameters, thus placed on the statement of education as a product, that can therefore be measured. In the opposite direction, this study has been undertaken in the context of a significant re-shaping of the concepts of the quality in the school by the subjects involved in the school educational project. In particular, it raises serious concern about how quality is conceptualized, measured and negotiated in the internal assessment in schools